Primary Addition


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FIRST GRADE LESSONS
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After students have completed a lesson on counting and numeral formation from 0 to 12 introduce addition. Introduce the numerical symbolic statement,written left to right, with the sum written at the beginning of the statement . Initially work with the whole numbers 0 to 6 thereby covering the sums 0 to 12. Mental math statements are given as what (?) equals left numeral plus right numeral. For example ? = 4 + 6. Count with the students starting after the left numeral counting as many times as equal the right numeral to reach the sum.

For Students to Digest Lesson Content with the Whole Body TOP The dramatic activity provides a live or active picturing that aides recall of the student�s mental picturing of the symbolic numerical process. From the dramatic activity extract numerical statements to be solved by student. Student can now practice independently solving numerical statements but only problems extracted from dramatic activity. In a classroom setting, students can work on solving statements in groups.
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The hardworking little gnome Mined few stones before his snack. But, he had before his lunch Many more in his sack. Click her to see tetrys and finger counting.

For Students to Activate Active Picturing with Fine Motor Manipulatives TOP Have student practice verbal recall of the dramatic sequence while solving numerical statement. It might be helpful to write out the dramatic sequence in verse. Coordinate verbal recall of dramatic sequence with presentation of fine motor manipulations of Pythabacus that likewise solve numerical statements.
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Steps to Demonstrate Simple Plus on the Pythabacus Step 1: Reset Beads Right and Press Enter/Return. Step 2: Left Click a Gold Bottom Row Bead. Step 3: Press Left Arrow Key. Step 4: Left Click Another Gold Bead to the Right of the First and Press Left Arrow Key. Step 5: Left Click the Second Gold Bead from the Left Post and Press Right Arrow Key. The solution to the Simple Plus problem is equal the number of beads included in the quadrilateral of brown beads above the gold bead against the left post. Note : An Extended Thumb on a Hand Counts as 5 and Other Extended Digits Count as 1. To sum fingers add the digits on one hand to the digits on the other hand. When you get to (5) extend thumb and close other fingers. Then, continue counting after (5) by extending fingers again with thumb extended.
For Students to Integrate Active and Mental Picturing TOP From fine motor manipulations of Pythabacus have student extract numerical statements for student to solve. Have student verbally recall fine motor manipulations of Pythabacus while solving numerical statements.
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After students have achieved some success at mental addition, counting after one addend as many times as another addend to arrive at a sum, begin work with sums greater than 12. To introduce place value, have students build a ten's tower. The students begin building the ten's tower with the stones of one addend, and then take stones from another addend to complete the tower. The students then configure the remaining stones into the one's numeral of the sum. Click here to see lesson on numeral formation. Click here to see a related addition and substraction Lesson Click her to see tetrys and finger counting.


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BACK GO TO FIRST GRADE LESSONS

SECOND GRADE LESSONS
INGEST DIGEST ACTIVATE INTEGRATE
For Students to Ingest Lesson Content with the Senses TOP Symbolically introduce numerical process to student in such a way as to encourage mental picturing of the symbolic presentation, but do not require student to independently reproduce symbolic numerical process. Over this period of introduction, tell student story or give description of life process to be used for whole body activity dramatizing numerical process.
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Students explore regrouping to solve addition problems involving carrying. They learn to subtract from the top ones enough to make ten with the bottom ones and the difference is placed below the equal line in the ones column. Then the subtracted amount is added to the bottom ones to make ten. A small one representing the ten is placed below the equal line to the left of the ones. This one is added to the tens above and the sum placed below the equal line in the tens column.

For Students to Digest Lesson Content with the Whole Body TOP The dramatic activity provides a live or active picturing that aides recall of the student�s mental picturing of the symbolic numerical process. From the dramatic activity extract numerical statements to be solved by student. Student can now practice independently solving numerical statements but only problems extracted from dramatic activity. In a classroom setting, students can work on solving statements in groups.

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Two farmers came with Copper coins in hand. King Plus counted the coppers From one all the way to ten. The ten copper coins To the count he gave, And the count gave to him A shiny silver one. The silvers he put With the coppers, And all of these he saved. Students explore regrouping to solve addition problems involving carrying. They learn to subtract from the top ones or the coppers that the farmers bring and add these to the bottom ones to make ten. The ten are then exchanged for a silver and added to the silvers King Plus had already.

For Students to Activate Active Picturing with Fine Motor Manipulatives TOP Have student practice verbal recall of the dramatic sequence while solving numerical statement. It might be helpful to write out the dramatic sequence in verse. Coordinate verbal recall of dramatic sequence with presentation of fine motor manipulations of Pythabacus that likewise solve numerical statements.
For Students to Integrate Active and Mental Picturing TOP From fine motor manipulations of Pythabacus have student extract numerical statements for student to solve. Have student verbally recall fine motor manipulations of Pythabacus while solving numerical statements.
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Steps to Demonstrate Finger Math with Double Digit Plus on the Pythabacus Step 1: Reset Beads Right and Press Enter/Return Step 2: Left Click a Gold Bottom Row Bead. Step 3: Press Left Arrow Key. Step 4: Left Click Another Gold Bead to the Left of the First and Press Left Arrow Key. Step 5: Left Click a Gold Bead in the remaining middle group aStep 6: Count a number of beads, egual the bottom single digit, that will nclude more than all the beads remaining against the right post and some beads that require you to count back to the left after reaching the rightmost. Step 7: Reverse direction and count ten beads. This count will also require you to count back to the left after reaching the rightmost and end at the bead you clicked in the middle group. Press Left Arrow Key. Step 8: Left Click the Second Gold Bead from the Left Post and Press Right Arrow Key.	Note 1: An Extended Thumb on a Hand Counts as 5 and Other Extended Digits Count as 1. Note 2: The Right side Hand Counts the top 1's and the Left side Hand Counts the 10's. In finger math, the Teen Plus problem is solved by subtraction. The fingers on the right side hand are extended to represent the top 1's. The small number next to the top 1's is subtracted from the top1's and the right side hand and added to the bottom 1's to make a 10. The answer is then given by the remaining 1's on the right side hand and a 10 added to the left side hand. Note 0: The Small Numbers Equals How Many Beads There are from the Third Bead You Click to the Rightmost Bead of the Remaining Displaced Group. (See Steps Below)